PBIS Team Training Module 2: Secondary Implementation Exceptional Children Division Behavior Support & Special Programs Positive Behavior Intervention & Support Initiative.
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Transcript PBIS Team Training Module 2: Secondary Implementation Exceptional Children Division Behavior Support & Special Programs Positive Behavior Intervention & Support Initiative.
PBIS Team Training
Module 2: Secondary Implementation
Exceptional Children Division
Behavior Support & Special Programs
Positive Behavior Intervention & Support Initiative
Modules developed by
the University of Missouri
Center for School-wide PBIS
and revised by
North Carolina PBIS Team
PBIS Training Overview
Training organized around three “modules”
School responsibilities
Complete Working Agreement
Attend training
Develop action plans
Share Annual Data Requirements with NCDPI
NCDPI responsibilities
Provide training support
Provide limited technical assistance
Provide networking opportunities
4
Overview: Module 2
Review
Data : Classroom Data, Data Decision Rules,
Evaluation
Systems: Referral Process, Intervention Team,
and Effective Classroom Design and
Management
Practices: Effective Classroom
Management/lessons, Small Group Social Skills
Instruction, Check-in/Check-out, Mentoring
Team Time
Module 2 Accomplishments and
Products
At the end of these two days, teams are expected to use
the problem-solving model to:
Assess current level of implementation & determine
plan to address gaps
Identify strategies to improve classroom management
Begin planning systems to support secondary
implementation
Plan to collect & evaluate secondary data
Revise and update Action Plan
Materials to Assist: slides, workbook, supplemental
resources, & Action Plan
Expectations
Be Responsible
Return promptly from breaks
Be an active participant
Be Respectful
Silence cell phones
Listen attentively to others
Be Kind
Participate in activities
Listen and respond appropriately
to others’ ideas
7
Attention Signal
Trainer will raise
his/her hand
Participants will raise
their hand and wait
quietly
8
School-wide
Implementation
Review
What is PBIS?
“…a framework or approach
comprised of intervention practices
and organizational systems for
establishing the social culture,
learning and teaching environment,
and individual behavior supports
needed to achieve academic and
social success for all students.”
(Sugai, et al, 2010, p. 13)
10
Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Resources
Page 4
Supporting
Student Behavior
Positive
Behavior
Intervention &
Support
11
School Improvement
Academic
Effective
Whole School
Behavior
Classroom
Intensive, Individual Interventions
Intensive, Individual Interventions
School
Culturally
•Tutoring
•Functional Behavior Assessment &
OrganizationPlans
Responsive
•Academic Remediation
Behavior Intervention Planning
•Specially Designed Instruction Instruction
Effective
Culturally
Targeted
Group Interventions
•Small Responsive
group instruction Instructional
•Focused
academic help Practices
Practices
sessions
Struggling Students
Targeted Group Interventions
Progress
•Social Skills Individuals
instruction
Monitoring
•Reinforcement
Consider- of specific skills
•Group
Behavioral
Strategies
EC
action
for
Behavioral
•Classroom Coaching
Universal
Group Strategies
Specially
Positive School
EffectiveEligibility Related
Services
Design/
Designed
Climate
Instructional Universal Interventions
Universal
Interventions Differentiated
Instruction
Mental
Health
FBA/BIP
Behavior
Practices •School-wide
•Effective instructional
rules and
Assistance
Instruction
Interventions
practices
procedures
Mental
Effective
Staff
•Recognition of
•Systematic
Focused
Positive
Health Services
Development
academic
reinforcement
Research-based
Classroom
achievement
•Social Skills Instruction
Academic
Instruction
•Culturally responsive
•Culturally responsive
Management
Data
Based
practices
practices
Ongoing
•Data-based Decision
decision•Data-based
decisionResources
Classroom
Coaching
Screening
and
making
making
Making
Page 5
and
Consultation
•Parent & Community
•Parent & Community
Assessment
Parent and
Partnerships
Partnerships
Community
Partnerships
Positive Behavior Intervention &
Support
Framework for enhancing
adoption & implementation of
Continuum of evidence-based
interventions to achieve
Academically & behaviorally
important outcomes for
(Sugai, et al, 2010)
All students
13
CONTINUUM OF POSITIVE BEHAVIOR SUPPORT
Secondary Prevention
Specialized Group
Systems for Students with
At Risk Behavior
Primary Prevention
School wide and
Classroom wide Systems
for All Students,
Staff, & Settings
~5%
Tertiary Prevention:
Specialized
Individualized
Systems for Students with
High Risk Behavior
~15%
Resources
Page 4
~ 80% of Students
Core
GOAL: 100% of students
achieve
at high levels
Tier I: Begins with clear goals:
1.What do we expect all students
to know, understand and do as a
result of our instruction?
2.How will we know if these goals
are met?
3.How will we respond when
students do not meet the goals
with initial instruction?
(Batsche, 2010)
4.How will we respond when
some students have already met
the goals?
15
Supplemental
Tier II
< 20% of students
Core
+
Supplemental
To Achieve Benchmarks
1.Where are the students
performing now?
2.Where do we want them to be?
3.How long do we have to get
them there?
4.How much do they have to
grow per year/month to get there?
5.What resources will move them
at that rate?
6.How will we monitor the
growth of students receiving
supplemental instruction?
(Batsche, 2010)
16
Tier III
ve, Individualized
< 5% of Students
Core
+
Supplemental
+
Intensive Individual Instruction
…to achieve benchmarks
1.
2.
3.
4.
5.
6.
(Batsche, 2010)
Where is the student
performing now?
Where do we want him/her
to be?
How long do we have to get
him/her there?
What supports has he/she
received?
What resources will move
him/her at that rate?
How will we monitor and
evaluate the student’s
17
growth?
Math
Intensive
Science
Targeted
Spanish
Reading
Soc skills
Universal
Soc Studies
Basketball
Label behavior…not
people
Dec 7, 2007
18
PBIS
Focuses on prevention
Focuses on instruction
Uses data to make
decisions &
develop
appropriate
curriculum
Collaborative
process
19
PBIS Training & Implementation
All PBIS
Modules
organized
around
problemsolving
model
Resources
Pages 6-8
20
PBIS
Teams
• Best practice in professional development
• Representative of all faculty and staff
Assessment
• Guides Intervention
• Used for problem-solving & action planning
Context
• Application of best practice to fit unique school
environments
• Involves all staff, students, families, & community
21
PBIS
Effective Process
• 3-5 years
• Effective professional development
• Increase efficiency
Expectations
• Defined by building team with staff and community input
• Implemented by all faculty and staff
• Reflect behavior needs /challenges of school
Teaching
• Appropriate behavior is taught
• Positive behavior is publicly acknowledged
• Inappropriate behavior is corrected
22
Administrators at Successful PBIS Schools
• Team members
schedules
• Time for professional
development
Provide
opportunities
for learning &
practice
• Provide direction
• Attend meetings
regularly
• Knowledgeable
about data &
action plan
Participate
actively in
team
Publically support
& encourage
implementers
• Prioritize PBIS
• Acknowledge regularly
23
Systems Implementation Logic
Effective
• Achieve desired outcome?
Efficient
• Doable by implementer?
Relevant
• Contextual & cultural?
Durable
• Lasting?
Scalable
• Transportable?
Logical
• Conceptually Sound?
Fixsen and Sugai, 2010
24
Features of a Comprehensive
System of PBIS
Total staff
commitment to
managing behavior
Clearly defined and
communicated
expectations and
rules
Clearly defined
consequences for
unwanted behaviors
An instructional
component for
teaching students
expected behaviors
A support plan to
address the needs
of students with
chronic, challenging
behaviors
Procedures for
acknowledging
appropriate
behavior(s)
25
PBIS Team Responsibilities
Assess the current behavior management
practices
Examine patterns of behavior
Obtain staff commitment
Develop a school-wide plan
Obtain family and community participation and
input
Oversee, monitor, and evaluate all planned
objectives and activities developed by the team
26
Activity: Audit of School-wide
Implementation
1. Complete the Universal section of the
Implementation Inventory (or review your
completed Inventory)
2. Determine if your score is above 80%
3. Address any areas of concern on your action
plan
Workbook
Pages 3-5
Why is it so critical to build School-Wide
Interventions before implementing
Secondary and then Tertiary Interventions?
It’s Time to Consider Secondary
PBIS Implementation When…
Universals have been implemented but are
not sufficient to impact specific behaviors
Students display chronic patterns
Behavior is impacting academic progress and
“time in class”
CONTINUUM OF POSITIVE BEHAVIOR SUPPORT
Secondary Prevention
Specialized Group
Systems for Students with
At Risk Behavior
~5%
~15%
Take a close look at Classroom
Management before implementing
specific secondary intervention
Primary Prevention
School wide and
Classroomwide Systems
for All Students,
Staff, & Settings
~ 80% of Students
Tertiary Prevention:
Specialized
Individualized
Systems for Students with
High Risk Behavior
Team Initiated
Problem Solving
(TIPS) Model
Identify
Problems
Evaluate and
Revise
Action Plan
Develop
Hypothesis
.
Collect
and Use
Data
Develop and
Implement
Action Plan
Discuss and
Select
Solutions
Problem Solving
Meeting Foundations
Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
Positive
Behavior
Intervention
32
& Support
Secondary Data
IIO at least Level 1 and SET scores at least 80%
Triangle Data
NC PBIS Data
Data Collection Tool: DBR
Collection
Data decision rules
Manual
Small Group Outcome Data
Evaluation of Secondary level of PBIS
Triangle of Student Referrals
Intensive, Individual Interventions
Individual Students
Assessment-based
Intense, durable procedures
1-5%
07%
03%
Targeted Group Interventions
Some Students (at-risk)
High Efficiency
Rapid Response
Universal Interventions
All Settings
All Students,
Preventive, proactive
Students with 6+
referrals
Students with 2-5
referral
10-15%
90%
80-90%
Students with 0-1
referrals
N um ber of R efer r als per S tudent
Referrals by Student
as a Universal Screening Tool
20
10
0
Students
Data needed to Problem-Solve
Data from “bounces,” ODR, ISS, after-school
detention, OSS should include information
about
Location
Frequency
Problem Behavior
Motivation
DBRs
Resources
Page 9
Daily Behavior Report = DBR
The DBR involves a brief rating of target
behavior over a specified period of time
Additional examples at
http://www.interventioncentral.org/htmdocs/i
nterventions/behavior/behrptcd.php
Level II
37
Characteristics of DBR
The DBR involves a brief rating of target
behavior over a specified period of time
behavior(s) is specified
rating of the behavior(s) typically occurs at least
daily
obtained information is shared across individuals
(e.g., parents, teachers, students)
the card is used to monitor
the effects of an intervention
as a component of an intervention
(Chafouleas, Riley-Tillman & McDougal, 2002)
38
Potential Uses for the DBR
Increase communication
As a component of an intervention package,
particularly in self-management
Provide “quick” assessment of behaviors,
especially those not easily captured by other
means
Monitor student behavior over time
Flexible
(Chafouleas, Riley-Tillman & McDougal, 2002)
39
A systematic DBR possesses the
following 4 characteristics:
1. The behavior of interest must be
operationally defined
2. The observations should be conducted
under standardized procedures
3. The DBR should be used in a specific time,
place, and at a predetermined frequency
4. The data must be scored and summarized in
a consistent manner
(Chafouleas, Riley-Tillman & McDougal, 2002)
40
How are DBR data summarized?
41
DBR Considerations
Measures perception of behavior
“3 to 7” not “he is a 7”
No absolutes in Social Behavior
Rater Effects
42
DBR Data
25
# of incidents
20
15
10
5
0
43
Data Decision Rules
Data Decision Rules
Can be used by teams to determine set points
where students will be referred for additional
support
Can be used to determine focus of
implementation
Data Decision Rule Examples
Any student that is absent more than 3 days in
one month (or one 4 week period) will be
referred for intervention
Any student who receives 2 or more ODRs
within a 9-week period will be referred for
intervention
Any student who fails one or more classes will
be invited to join a small group related to
classroom success
Data Decision Rule Examples
IF...
More than 40% of students receive one or more office
referrals
More than 2.5 office referrals per student
More than 35% of office referrals come from nonclassroom settings
More than 15% of students referred from nonclassroom settings
More than 60% of office referrals come from the
classroom
50% or more of office referrals come from less than
10% of classrooms
More than 10-15 students receive 5 or more office
referrals
Less than 10 students with 10 or more office referrals
Less than 10 students continue rate of referrals after
receiving targeted group settings
Small number of students destabilizing overall
functioning of school
FOCUS ON...
School Wide System
Non-Classroom System
Classroom Systems
Targeted Group Interventions /
Classroom Systems
Resources
Page 10
Individual Student Systems
Evaluate Program Effectiveness
Pre-test/post-test comparison of
criterion for entrance into program
(attendance, grades, suspensions, etc.)
Activity: Secondary Data
Assess & Identify Problems
Develop Hypothesis & Solutions
Identify Action Steps
Workbook
Pages 6-7
Team Initiated
Problem Solving
(TIPS) Model
Identify
Problems
Evaluate and
Revise
Action Plan
Develop
Hypothesis
.
Collect
and Use
Data
Develop and
Implement
Action Plan
Discuss and
Select
Solutions
Problem Solving
Meeting Foundations
Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
Positive
Behavior
Intervention
51
& Support
Systems Support
for Effective Teaching
Secondary Systems
Supporting effective classroom systems
Brain-based learning
Cultural Responsiveness
Effective Teaching Plans
Secondary Team Functions
Data Decision Rules
How Students Access Targeted
Interventions
Effective Classroom Systems
Brain-Based Learning
Students are functioning from either:
Limbic System: Fight or Flight
Cerebral Cortex: Analytical, Logical
Brain develops from back to front
Frontal Cortex: Self-regulation, attention,
critical thinking
Problem-solving, long-term planning
develop last
Proof that impulse control…
…and judgment develop last
Classroom Implications
Emotional responses from students = reduced
reasoning, logic, ability to understand
consequences
To avoid functioning in limbic mode in the
classroom, students must feel
Safe
Wanted
Successful
Perception is Reality
What is “perceived” by the brain determines
the chemical response
How one interprets reality when under stress is
most reflective of one’s significant life
experiences
Repetitive experiences reinforce synaptic
pathways
Activity: Johnny’s Story
The Chemistry of Attention
Dopamine levels decrease as focused attention
time is required or enforced
Dopamine regulates emotion, movement, and
thought
Research suggests 8-12 minutes of maintained
attention for grades 3-7
When learners are drowsy or “out of it,” it’s
likely that brain chemical levels are low
Classroom Implications
Provide ENGAGING activities:
•Physical movement
•Use humor
•Play music
•Change location
•Drama/Storytelling
•Games
•Discussions
•Celebrations
BONUS…physical activity triggers release of
hormones that enhance neural communication,
elevates mood, and assists in long-term memory
formation!!
Classroom Implications
ROTATE STYLES of instruction to
provide strong contrast
:
•Mini-lectures
•Individual work
•Group work
•Team time
•Peer feedback
•Computers
•Reflection
•Student-led teaching
Classroom Implications
Use emotion to trigger attention
Alert Students’ Senses
Trigger Significant Memories
Introduce a Sense of Novelty
Build in time for processing and rest so
information has a chance to make it into longterm memory
Activity: Classroom System
How can your team support all teachers in
using effective classroom systems?
Workbook
Page 8
Activity
Labels
Culturally Responsive Instruction
Is School Discipline Fair?
30 Years of Study
Disproportionality found based on
race/ethnicity & gender in:
Office referrals
Suspension & expulsion events
Corporal punishment
Alternative schools
Inconsistently applied rules
(Skiba, 2008)
What Behaviors are Students
Referred For By Race?
Of 32 infractions, only 8 significant differences:
White students referred
more for:
Smoking
Vandalism
Leaving w/o permission
Obscene Language
Black students referred
more for:
Disrespect
Excessive Noise
Threat
Loitering
(Skiba, 2008)
Other Cultural Factors
Students who receive free lunch are at
increase risk for school suspension
Students whose fathers did not have a full time
job were significantly more likely to be
suspended
Both low and high income adolescents agreed
that low income students were unfairly
targeted by disciplinary practices
Skiba, Micheal, Nardo & Peterson, 2002
Culturally Responsive Instruction
Acknowledge students’ differences as well as
their commonalities
Validate students’ cultural identity in classroom
practices and instructional materials
Educate students about the diversity of the
world around them
Promote equity and mutual respect among
students
Assess students’ ability and achievement validly
Culturally Responsive Instruction
Foster a positive interrelationship among
students, their families, the community, and
school
Motivate students to become active
participants in their learning
Encourage students to think critically
Challenge students to strive for excellence as
defined by their potential
Assist students in becoming socially and
politically conscious
APA Recommendations: Reducing
Disciplinary Disproportionality
School-wide:
Teacher training in classroom behavior
management
Reducing cultural mismatch
Avoid one-size-fits-all discipline
Use data to facilitate change
(Skiba, 2008)
Activity: Cultural Responsiveness
With your team discuss the implications of
disciplinary disproportionality within your
school
Problem-solve for possible solutions
Workbook
Page 8
Effective Teaching Plans
Effective Teaching Plans…
Are for all teachers
Become fluid, living, breathing documents
Support reflective, thoughtful, well-planned
teaching & use of effective strategies (academic
and social)
Provide direction for needed PBIS system
supports
Components of An Effective Teaching
Plan
Define classroom rules based on school-wide
expectations
Outline routines (attention signal, etc)
Establish schedule for teaching routines and procedures
Decide strategies for encouraging appropriate behavior
and discouraging problem behavior
Plan a variety of instructional
strategies
Resources
Establish effective classroom
Pages 11-13
environment
Effective Instruction
Effective instruction
increases the likelihood
of correct student
responses
Correct responding is
correlated with positive
teacher interactions
Leading to increased academic achievement
of students and positive behavioral exchanges
between students and teachers
Gunter, Hummel, & Venn, 1998
Creating a Climate for Learning
Clear, Positive
Expectations
Clear Rules
Positive Role
Modeling
Acceptance of
Shaping
Respect for Each
Student
Limit Setting
Praise
Procedures &
Routines
Positive
Reinforcement
Structured Academic
Success
Activity: Effective Teaching Plans
How can our PBIS team help all
teachers in our building utilize Best
Practice in the Classroom?
Workbook
Page 9
Secondary Team Systems
Secondary Systems
Secondary support team processes
Referral process for students
Function based intervention
Secondary Support Team Processes
PBIS Secondary Support Team
Processes
How will you structure your team?
Subcommittee of existing PBIS team?
Separate team dedicated to problem-solving
secondary behavior concerns?
Who will be on your team now?
Counselor, Social Worker, Behavior Specialist,
ISS coordinator, others, etc.
What does the PBIS Secondary
Support Team do?
For secondary levels of support:
Create data decision rules
Create referral form & flow chart for Secondary
Support Process
Facilitate referral process for intervention & support
Oversee secondary intervention implementation
Evaluate data to determine intervention progress &
effectiveness
Activity: Secondary Support
Team Processes
Discuss and outline how your
secondary support
team will operate
Workbook
Page 9
Secondary Referral Process
Who is appropriate for Secondary
interventions?
APPROPRIATE
Low-level problem behavior (not severe)
2-5 office referrals
Behavior occurs across multiple locations
Examples:
talking out
minor disruption
work completion
Data Decision Rules
6 or more ODRs
2-5 ODRs
Secondary Prevention
Specialized Group
Systems for Students with
At Risk Behavior
~5%
~15%
Other data decision rules:
-# minor incident referrals
-absences
-teacher concern
-behavior screening results
0-1 ODRs
Primary Prevention
School wide and
Classroom wide Systems
for All Students,
Staff, & Settings
Tertiary Prevention:
Specialized
Individualized
Systems for Students with
High Risk Behavior
~ 80% of Students
Referral Process
Simple referral process for staff (referral form
example)
Team receives referral
Respond to teacher referral within 48 hours
Team assigns secondary intervention
Intervention begins within 10 days
Team evaluates
Continue Intervention
Move to next step in problem solving process
Secondary Referral Process
Request for
Assistance
Team Contact
Team
Assessment
of Concern
Targeted
Intervention
Targeted
Intervention
Resources
Page 14
Targeted
Intervention
Critical Features
Rapid access to intervention
Very low effort by teachers
Positive System of Support
Students agree to participate
Implemented by all staff/faculty in a school
Flexible intervention based on assessment
Functional Assessment
Adequate resources allocated (admin, team)
Continuous monitoring for decision-making
Activity: Secondary Referral
Process
Review and discuss sample Secondary Support
System Referral Flow Chart and Referral Form
to begin designing the system for your school
Workbook
Page 10
Team Initiated
Problem Solving
(TIPS) Model
Identify
Problems
Evaluate and
Revise
Action Plan
Develop
Hypothesis
.
Collect
and Use
Data
Develop and
Implement
Action Plan
Discuss and
Select
Solutions
Problem Solving
Meeting Foundations
Social Competence &
Academic Achievement
OUTCOMES
Supporting
Decision
Making
Supporting
Staff Behavior
PRACTICES
Supporting
Student Behavior
Positive
Behavior
Intervention
95
& Support
Secondary Practices
To correctly match appropriate
intervention practices to
problem behaviors, teams will
rely on the science of behavior.
Basics of Behavior
Behavior is learned
Every social interaction you have with a child
teaches him/her something
Functional Perspective
Every behavior serves a purpose
(…every picture tells a story …)
Every behavior’s purpose is to meet a need
(either real or perceived)
The “WHY” of behavior
Discuss
How would knowing the function of
problem behavior assist in developing
interventions?
Brief Behavioral Assessment
Eddie’s teacher is increasingly frustrated with
his outbursts. Anytime she asks Eddie to work
independently or turn in assignments, Eddie
talks back, yells out, gets out of his seat, or
“starts something” with his classmates. Eddie’s
teacher says that she has tried repeatedly to
talk to him about this behavior to no avail.
Behavior Interventions
Look for opportunities to:
Prevent problem behavior from occurring
Teach an acceptable alternative behavior
Reward a positive behavior
Behavioral Interventions
TRIGGER
1.Teacher
Present
2. Staff
Directive
3. Indep.
Work
4. Little
Attention
Resources
Page 15
BEHAVIOR
OUTCOME
PAY OFF
1. Blurt out
2. Talking
back
3. Yelling
4. Verbal
Disrespect
5. Out of
Seat
1.Teacher
Response
2. Talk about
Concern
3. Repeat
4. Peers
Ignore
1. Get
Teacher
attention
(power
struggle/
conversation)
TRIGGER:
BEHAVIOR
OUTCOME
PAY OFF
Is there
any way
to remove?
What new
Behavior
can we teach?
How can we
respond
differently?
Is there a
different way
for the student
to get his/her
need met?
Activity: Assess Current Support
List the Student Support Programs being
offered in your school now. Decide which
behavioral needs are met by each program.
Workbook
Page 11
Common Questions Activity
-orWe know what you’re really thinking…
Common Questions??
Do Problem Students Deserve
Positive Attention?
When I Change Interactions, Am I Giving a
Misbehaving Student Her/His Way?
Is it Appropriate to Give Even More Time and
Attention to Students Who Misbehave?
Won’t the Students Know The Positive Attention is
Phony?
What Do You Do When You Just
Don’t Like the Student?
Practices In The Classroom
Preparing the Classroom Teacher
Rules are defined for each of the expectations
and posted in classrooms
Routines have been established
Resources
Praise is given and made priority
Page 16
Acknowledgement
Procedure for tracking discipline issues
Range of consequences are consistent
108
Activity: Classroom Practices
Complete the classroom practices team activity
Workbook
Page 12
109
Tiered Lessons for Students with
Behavioral Challenges
Match to learning style and interest
Tiered for 2+ levels of students’
readiness
Teach same objective with same
amount of time
Each student should remain
challenged at any level
(Northey Waterman, 2005)
Select a Differentiated Process
Multiple Intelligences
Tiered lessons based on four learning styles
Flexible grouping (Northey Waterman, 2005)
Differentiated learning experiences
Multiple Intelligences(Northey, 2005)
Linguistic-skits,
letters, speeches
Logical/Mathdatabase, charts,
graphic organizers
Spatial-maps,
posters, models,
collages
Kinesthetic-skits,
dances, videos, talk
shows
Musical-songs,
ballads,
commercial jingles
Naturalistenvironment, affect,
history, protection
Interpersonal
skills
Intrapersonal
skills
Four Learning Styles
(Northey, 2005)
Mastery Style
Self-Expression
Style
Interpersonal
Style
Understanding
Style
Flexible Grouping
Flexible grouping helps to avoid “tracking”
students at certain levels or learning styles.
Students can get to know more of their peers if
they are required or inspired to become
involved in group work with everyone in class
at some point.
Flexible Grouping Continuum
Examples
1. Foundational to transformational
2. Concrete to abstract
3. Simple to complex
4. Single facet to multiple facets
5. Small leap to great leap
6. More structured to more open
7. Less independent to more independent
8. Slow to quick
Environmental Assessment
Physical Arrangement
Physical Arrangement
Reduce congestion in high-traffic areas
Ensure the teacher can easily see all students
Make teaching materials and student supplies
easily accessible
Make sure students can easily observe whole
class presentations
Devote some display space to student work
Classroom Arrangement
Considerations
What type of activities will students typically
be doing?
What type of student interaction does the
teacher want?
What arrangements will foster these activities
and interactions?
Establish Expectations,
Rules, and Routines
Establish Behavioral
Expectations and Rules
Use school-wide expectations as basis for
classroom rules
Clearly and positively stated
State in observable terms
Posted and referred to frequently
Teach explicitly to FLUENCY
Reinforce consistently
Establish Procedures Based on
Expectations
Develop a schedule
Teach an attention signal
Teach routines for repetitive
tasks
Use precorrects
Develop Classroom Schedule
Establish predictable schedules
illustrate with icons, time, etc.
Schedule non-instruction time
Evaluate the variety and time for each activity.
POST
Develop A Schedule...
Down Time Causes Problems
Unscheduled time in a classroom
is an open invitation to disruptive
behavior.
Scheduled time is one of the basic
proactive variables that is under
teacher control.
At least 70% of the school day
should be scheduled for academic
activity
Teach Attention Signal
Always use a simple portable cue
Avoid starting instruction until all students are
attending
Reinforce students who attend immediately
Provide specific verbal praise to peers to redirect
students
Consistency, consistency, consistency!
Routines
Used for transition times and basic activities
that happen on a regular basis
Establish clear expectations for students and
adults
PLAN, POST, and TEACH routines
Effective Routines - Rationale
The number one problem in the classroom
is not discipline; it is the lack of procedures
and routines. A vast majority of the
behavior problems in the classroom are
caused by the failure of students to follow
procedures and routines.
-Harry Wong
Effective Routines:
Why They Help Manage Behavior
Support for transition times and basic
activities that happen on a regular basis
Establish predictability
Clear Expectations
for Student
Behavior
Clear Expectations
for Adult Behavior
Encourage Expected Behavior
Encourage Expected Behavior
Provide praise for correct academic responses and
appropriate social behavior leading to:
Increases in student correct responses
Increases in on task behavior
Decreases in disruptive behaviors
(Sutherland, 2000)
Encourage Expected Behavior:
Verbal Feedback
Timely and accurate
Specific and descriptive
(Tie to school-wide expectations)
Contingent
Age-appropriate
Given in a manner that fits your style
Examples of
Non-Verbal Feedback
Wink
Nod
Thumbs-up
Pat on the back
High-five
Hug (when and where appropriate)
Ratio of Interactions
4:1 ratio of positive-to-negative statements
Each time you have a negative interaction, tell
yourself you owe that student positive interactions
Identify specific times you will give positive feedback
Schedule individual conference time
Scan the room for appropriate behaviors
Engage in frequent positive interactions with all
students
Teaching Effective Rules
Tell-Show-Practice-Assess-Repeat
Give positive reinforcement for appropriate
student use
Consider consequences for errors
re-teach
redirect
time to “Cool Down”
Reflect! Are the rules working? Why or why
not?
Teaching Rules
Teach your
expectations
before the
activity or
transition begins.
Monitor student
behavior
by circulating
and visually
scanning.
Begin the cycle again for
the next activity.
Provide feedback
during the
activity and
at the conclusion
of the activity.
Give Precorrects
PRECORRECTS function as REMINDERS
Opportunities to practice
Prompt for expected behavior
Especially helpful before teacher
anticipates behavior learning errors
Precorrect Examples
“Remember to put your papers in the bin
before you quietly walk out of the room.”
“Sam, show us how to be respectful and
line up quietly for gym.”
Increasing Positive Interactions
Focus on teaching students to get
attention through responsible behavior
Require adults to change the ratio of adult
to student interactions from primarily
negative to
primarily
positive
Increasing Positive Interactions
Based on the concept that most students
want and need adult attention
Leads students to feel like valued members of
the learning
community
Techniques to Improve
Compliance
Do not use a question format
Get up close - proximity
Use a quiet voice
Make eye contact
Give them time
Techniques to Improve
Compliance
Tell them only twice
Give one direction at a time
Tell students what you want them to do
(rather than what you don’t)
Verbally reinforce compliance
Get up and move
Increasing Opportunities to Respond:
Active Participation
Encourages everyone to become involved in
learning
Increases rate of responses of all learners
Increases attainment of material presented
Allows reluctant learners a secure environment
to practice
Decreases inappropriate or off task behavior
Some Examples…
Whole Group
Written Responses
Practice Time!
Students should be reinforced at a rate of _____
to ______.
Universal strategies used in classroom
management are to teach rules and _________.
PBIS stands for_________________.
Minimize and Correct
Student Behavior Errors
Techniques to Minimize At-Risk
Behaviors
Surface Management
Cognitive Approaches
Sensory Strategies
Signaling Systems
Surface Management: Proximity
Physical presence of the teacher is an external
source of control for student behavior
Allows for intervention without any “public”
acknowledgement of the student or behavior
Teacher circulates around the room, moving closer to
the student as behavior occurs
Proximity can range from standing nearby to placing a
hand on the desk or shoulder
The teacher continues teaching!
Surface Management:
Antiseptic Bouncing
Allows the student to exit the setting briefly and
minimizes continuation/escalation of the
behavior
Signal student to leave while “saving face”
Travel to an arranged spot for a set time
This can be done as a “helping job”
This process should prearranged
Surface Management: Humor
Humor can be used to effectively redirect and/or
de-escalate behavior
A good ice-breaker allows everyone to save
face
Caution: avoid sarcasm!
Caution: If you said it, and you are the only one
laughing, it wasn’t really funny!
Surface Management: Ignoring
Quite simply, refusal to respond
Useful for low-intensity behaviors
No eye-contact, emotion, proximity, message
(verbal, gesture, tone, expression)
Begins immediately upon behavior initiation
Pair with reinforcement of the correct behavior
Cognitive Approach: Routines
Structure creates safety and comfort
Provides a sense of purpose, work guidelines
and ability to anticipate
Structure that is universal will especially
benefit certain students
Additional individual structure may be needed
Cognitive Approach: Repetition
If it’s important, say it (write it, do it) again!
Natural way for the brain to determine
importance
Ensures information will be available when it is
ready to be processed
Can also be done through symbolic attachment
Sensory Strategy: Music
There are specific neurons for processing
music…it may be a preferred learning style.
Specifically helpful in spatial reasoning and
math
Useful to facilitate student transition
Impacts and helps regulate mood
Can be calming to students with anxiety….
Provides multiple reinforcement opportunities
Sensory Strategy: Movement
Physical movement (gross and fine motor)
Associated with language development and
problem solving
Repetitive movement can improve recall
Can increase engagement and time on task for
those easily distracted/inattentive
Provides stress reduction
Provides multiple reinforcement opportunities
Signaling System: Cueing
Visually/Verbally based prompts and reminders
Improve overall communication when paired
with language
Respond to the brain’s needs during stress to
process information & clarify perceptions
Gain student attention by signaling what is
important
Minimize disruptions to the learning process
Signaling Systems: VISUAL
CUEING
Visuals are the strongest aide in quick learning.
Vision also has dedicated neurons in the brain.
Children need gestures to make language clearer.
Stress makes the brain more dependent on visuals not
only to hear and process, but also to establish
perceptions.
Use visual cues to get students’ attention, to clarify
language, as a behavioral intervention, and to signal
the brain as to what is important.
Signaling Systems: Verbal Cueing
CATCH PHRASES
Nike?
Trix?
Burger King?
Conjunction
Junction?
Key Points in your lessons should be reduced
to catch phrases.
Rules/Procedures should be reduced to catch
phrases.
What should be your
first strategy
to address
repetitive
student behavior errors?
Correct Student Behavior Errors
“Emotion Free” response
More effective if students have been taught
expected behaviors
Minimize attention other than to signal an
error has occurred
Praise for appropriate behavior
How does it look…
Correct Student Behavior Errors
1.
2.
3.
Signal that an error has occurred
Refer to rules: "We respect others in this room by not using
put downs.”
Ask for an alternative appropriate response
"How can you show respect and still get your point across?"
Provide an opportunity to practice the skill and provide
verbal feedback
"That's much better, thank you for showing respect
toward others.”
Utilize Effective Reinforcement
Strategies
Effective Reinforcement
Strategies
Behavior(s) are determined and taught
Reinforcement is contingent upon appropriate
behavior
Be generous with reinforcers at the beginning
Reward class when:
Students who have not exhibited behavior in the past
are exhibiting the behavior now.
Students who have exhibited behaviors in the past
continue to exhibit them.
Verbal Praise Paired With
A system to deliver group contingencies or
individual reinforcement
“Yes/no” bag
Compliance matrix
Lottery tickets
A process for students to exchange
token/lottery tickets
Assessing Classroom
Environment
Things to Consider First…
Establishment of a universal (school-wide)
system does not guarantee individual
teachers are implementing with high integrity
Students who appear “At-Risk” may benefit
more from a teacher improving his/her skills
in behavior management than in student
participating in targeted interventions
Practices in the Classroom
Assess physical arrangement of classroom
Establish behavioral expectations/rules
Encourage expected behavior
Minimize and correct student behavior errors
Provide effective instruction
Resources
Pages 16-22
Secondary Interventions
(Practices)
Is It Really Resistance To
Intervention?
Before Implementing a Secondary Intervention,
You Must Ask:
Is the Student Receiving an Adequate
“DOSE” of the Universal Intervention?
Some Secondary Interventions…
-Small Group Social Skills Instruction
-Check In/Check Out (CICO or BEP)
-Mentoring
Targeted Social Skills Instruction
“Students learn
appropriate behavior in
the same way a child who
doesn’t know how to read
learns to read—through
instruction, practice,
feedback, and
encouragement.”
- Tim Lewis
Teaching Behavior
Inappropriate behavior is viewed as a skill
deficit
Social skills training teaches students a process
or strategy to resolve problems
Teaching behavior is used when a student
needs to replace problem behavior with a
more desirable behavior
Two Types of Social Skill Deficits
Skill deficits (cannot do)
Direct teaching approach
Coaching, modeling, behavior rehearsal
Performance deficits (will not do)
Incentive-based management approach
Prompting, cuing, reinforcement
Prompted social initiations
Home and school rewards
Individual and group contingencies
Assessment of Social Skills
Skill based deficit
Provide strong incentive to observe if
student can perform under such conditions
Assessment of Social Skills
Performance based deficit
Motivational deficit
Observe if student performs skill following
introduction of motivational strategy
motivation=value*belief in ability*get reward promised (Vroom, 1964)
Discrimination deficit
Student frequently performs skill, but fails
to perform under specific circumstances
Oblivious to social cues or social demands
of situation
Social Skills Instruction
Direct instruction
Skill based approach
Social problem solving
Strategy based approach
Opportunistic teaching (not enough alone)
Prompt students who have missed an opportunity to
practice a skill
Provide correction when skill is incorrectly or
inappropriately demonstrated
Debrief when student uses inappropriate behavior in place
of appropriate social skill
To effectively teach
social skills you must ALWAYS
determine what you want
the student to do INSTEAD
Social Skill Areas
Cooperation skills
Assertion skills
Friendship skills
Empathy skills
Self-control skills
School and classroom skills
Social Skills Instruction for
Small Groups
Select & group students with similar needs
Determine staff responsible
Determine best time for instruction
Select curricula & write lessons
Communicate with teacher and parents
Evaluate effectiveness
Social Skills Instruction for
Small Groups
Select & group students with similar
needs
Type of problem behavior
Intensity of problem behavior
Age/Developmental level
Gender
Develop group behavior management
plan
Social Skills Instruction for
Small Groups
Determine staff responsible
Consider size of group and type of
problem behavior when assigning staff to
(co)lead
Determine best time for instruction
Lunchtime, before/after school, rotating
schedule, intervention block
Social Skills Instruction for
Small Groups
Select curricula & write lessons
Consider students’ developmental level
Commercial curricula, online lessons, or
custom lessons
Materials needed
Meeting space
Resources
requirements/limitations
Pages 23-24
Generalization Strategies
Provide a range of useful skill variations
Teach in the targeted setting
When teaching, include peers the target
student is likely to encounter in the problem
setting
Use a number of adults when teaching
Continue teaching for a sufficient amount of
time
Social Skills Instruction for
Small Groups
Communicate with teacher and parents
Written parent permission best practice
Determine how teacher(s)/parent(s) can
encourage/participate (homework)
Social Skills Instruction for
Small Groups
Evaluate effectiveness
Pre/Post Data Comparison
Teacher/Parent Feedback
Student Assessment
Social Skill Example:
Following Directions/Instructions
Discuss rationale for the critical rule
What would happen if you do or do not follow
directions?
If you follow directions, you may be seen as more
responsible & cooperative which could lead to more
privileges
Your teacher will view you as a learner because you follow
through
If you don’t follow directions, an adult might think you are
deliberately misbehaving or ignoring them
Elicit responses from students: when, where & with whom
they would use this skill
Activity: Teaching Skills
We need 12 volunteers
Following Directions
Teach/describe the skill and skill steps
Model examples and non-examples
Acknowledge (verbal or nonverbal)
Decide if you need to ask any clarifying questions
Role play/practice with feedback
Do the task immediately
Students and teachers observing can provide specific feedback
Review and test:
Identify one time when you did not follow directions
Identify one time when you did follow directions
Critical Components of
Behavior Instruction
Teach the skill
Demonstrate the skill
Provide multiple opportunities for practice
with feedback
Reinforce and encourage when students
demonstrate the skill
Key Points
It’s not what they know, it’s what they do
Behavior can be taught
Students need multiple opportunities to
practice behavioral skill deficits
Teachers need to reinforce students when they
demonstrate targeted skills
Research-Based SS Curricula
Resources
Page 25
Second Step
Videos
Pre-K
K-1
2-3
4-5
Middle School
Activity: Social Skills Groups
Using your ODR data determine which social
skills lessons and groups are most needed at
your school, list:
When will lessons be taught
Workbook
How will team ensure
Page 13
instruction is occurring
Evidence of lessons
Possible reinforcers for participation
Check-In Check-Out
(CICO, aka BEP)
CICO
Research-based intervention effective
with 75% of students who participate
Check-in & check-out daily with an adult at
school
Daily performance data used to evaluate
progress
Behavior
Education
Program
DVD
10 Critical Features of CICO/BEP
1. Linked directly to school-wide expectations and/or
academic goals
2. Continuously available for student participation
3. Implemented within 3 school days of team
determination
4. Can be modified based on assessment and/or
outcome data
5. Includes structured prompts for ‘what to do’ in
relevant situations
(Crone, Horner, & Hawken, 2004)
10 Critical Features of CICO/BEP
continued…
6. Student receives positive feedback from staff
7. Includes a school-home communication exchange
system at least weekly
8. Orientation materials provide information for a
student to get started on the intervention
9. Orientation materials provide information for staff/
subs./ volunteers who have students using the
intervention
10. Opportunities to practice new skills are provided
daily
(Crone, Horner, & Hawken, 2004)
Why does CICO work?
Improved structure
Increase in contingent feedback
Elevated reward for appropriate
behavior
Linking school and home support
Organized to morph into a selfmanagement system
Is My School Ready to
Implement a CICO System?
• School-wide system of behavior support in
place (SET Score 80% or higher)
• Staff buy-in for implementation of the CICO
• Administrative support
• No major changes in school climate data
• CICO implementation a top priority
How Do You Build Student and Staff
“buy-in” for the CICO?
Give CICO program a high profile in your
school
Promote CICO as positive support not
punishment
Collaboratively involve referring teachers in
CICO process
Provide regular feedback to staff, students,
and families
CICO/Behavior Education Program –
Referral Flow Chart
Teacher(s), Vice Principal and/or Pupil Personnel Worker refer student to Grade Level
Team
Team decides that student is
not a potential candidate for
BEP – Recommends actions
for teacher(s)
SST recommends and develops
alternative action plan – IEP
Process, Tri-County Youth
Counseling Services, Small
Group Counseling, etc.
Grade Level Team
discusses
concerns and makes a
decision
Team decides that the student is
a potential candidate for BEP –
Recommends student to SST and
initiates Baseline Data
Student Studies Team meets to review student data –
Recommends BEP or alternative action
Behavior Education Program
Guidance Counselors, Pupil
Personnel Worker or
School Psychologist
implement SST action plan
1. Vice Principal contacts parents to initiate Behavior
Education Program
2. Grade Level BEP Coordinator meets with student to
instruct on process and procedures of program
Resources
Pages 26-32
Activity: Check-in/Check-out
Use your ODR discipline data to identify
students with similar behavioral needs to
consider for CICO
Document steps for implementing CICO
Workbook
Page 13
Mentoring
Mentoring
Part of a systems approach to providing
critical intervention for students who:
Lack a role model
Experience academic failure
Maintain behavior with adult attention
Implementation/Program
Development Mentoring…
Essential components of mentoring programs
Involve personnel who have contact with students
Select program staff
Determine program goals and objectives
Define target population
Develop activities and procedures
Activity: Secondary Practices
Use your workbook to begin planning for Social
Skills and CICO implementation
Workbook
Pages 14
Implementation Evaluation &
Action Planning
Team Initiated
Problem Solving
(TIPS) Model
Identify
Problems
Evaluate and
Revise
Action Plan
Develop
Hypothesis
.
Collect
and Use
Data
Develop and
Implement
Action Plan
Discuss and
Select
Solutions
Problem Solving
Meeting Foundations
Using the Referrals by Student
report at the Secondary Level
Use the data to
identify groups of
students for
secondary
interventions.
What?
Where?
When?
When?
Why?
Do we have a problem?
Team Initiated
Problem Solving
(TIPS) Model
Identify
Problems
Evaluate and
Revise
Action Plan
Develop
Hypothesis
.
Collect
and Use
Data
Develop and
Implement
Action Plan
Discuss and
Select
Solutions
Problem Solving
Meeting Foundations
Problem Statements
Write a “problem statement” that specifies the
precise nature of the problem
The more Ws (what, when, where, who, why)
you incorporate into the problem statement,
the more precise the problem statement will
be
The more precise the problem statement, the
easier it will be to generate a solution that
“fits” the problem
Problem-Solving Action Plan
Implementation and Evaluation
Precise Problem Statement,
based on review of data
(What, When, Where, Who,
Why)
We have 8 students with 2-5
ODRs from Sept. to Nov. for
Write your Precise
primarily disrespectful
Problem
behaviors
in theStatement
morning
here.
reading class and afternoon
social studies class in order to
access peer and adult
attention.
Solution Actions (e.g.,
Prevent, Teach, Prompt,
Reward, Correction,
Extinction, Safety)
Re-teach
Responsibility lessons
Implement CICO
Reinforce on-task
behaviors with DPR
Who?
SS
JA
All
teachers
By
When?
11/1/10
Goal with Timeline,
Fidelity & Outcome
Measures, & Updates
JM will earn 80% of
his daily points on his
daily progress report
11/3/10
per day for 4/5 days per
11/3/10 week by 12/18/10
Team Initiated
Problem Solving
(TIPS) Model
Quick
Review
Identify
Problems
Evaluate and
Revise
Action Plan
Develop
Hypothesis
.
Collect
and Use
Data
Develop and
Implement
Action Plan
Discuss and
Select
Solutions
Problem Solving
Meeting Foundations
Solutions – Generic Strategies
Prevent
Define & Teach
Reward/reinforce
Withhold reward/reinforcement – “Extinction”
Use non-rewarding/non-reinforcing corrective
consequences
Safety may need to be considered
Problem statement: We have 8 students with 2-5 ODRs from Sept. to Nov. for primarily
disrespectful behaviors n the morning reading class and afternoon social studies
class in order to access peer and adult attention.
Prevent “Trigger”
Define & Teach
Reteach Respect lessons
Implement CICO to provide more frequent feedback and instruction
about respectful behaviors.
Reward/Reinforce
Reward students earning 80% of points on DPR
Withhold Reward
Corrective consequence
Other
Safety
Problem-Solving Action Plan
Implementation and Evaluation
Precise Problem Statement,
based on review of data
(What, When, Where, Who,
Why)
JM has received 2 ODRs
during the first grading period
for disruptive behaviors in the
classroom during reading
possibly motivated by
attention.
Solution Actions (e.g.,
Prevent, Teach, Prompt,
Reward, Correction,
Extinction, Safety)
Re-teach Respect
lessons
Write Solutions
Implementhere.
CICO
Reinforce respectful
behaviors with DPR
Who?
SS
JA
All
teachers
By
When?
11/1/10
Goal with Timeline,
Fidelity & Outcome
Measures, & Updates
JM will earn 80% of
his daily points on his
daily progress report
11/3/10
per day for 4/5 days per
11/3/10 week by 12/18/10
Team Initiated
Problem Solving
(TIPS) Model
Quick
Review
Identify
Problems
Evaluate and
Revise
Action Plan
Develop
Hypothesis
.
Collect
and Use
Data
Develop and
Implement
Action Plan
Discuss and
Select
Solutions
Problem Solving
Meeting Foundations
Problem-Solving Action Plan
Implementation and Evaluation
Precise Problem Statement,
based on review of data
(What, When, Where, Who,
Why)
JM has received 2 ODRs
during the first grading period
for disruptive behaviors in the
classroom during reading
possibly motivated by
attention.
Solution Actions (e.g.,
Prevent, Teach, Prompt,
Reward, Correction,
Extinction, Safety)
Re-teach
Responsibility lessons
Implement CICO
Reinforce on-task
behaviors with DPR
Who?
SS
By
When?
11/1/10
Goal with Timeline,
Fidelity & Outcome
Measures, & Updates
All 8 Document
students will earn
80% of daily points on
Goal here.
their
daily
progress
JA
11/3/10
report per day for 4/5
Document
(CICO)
11/3/10 days per week by
Implementation
12/18/10
All
here.
teachers
Team Initiated
Problem Solving
(TIPS) Model
Quick
Review
Identify
Problems
Evaluate and
Revise
Action Plan
Develop
Hypothesis
.
Collect
and Use
Data
Develop and
Implement
Action Plan
Discuss and
Select
Solutions
Problem Solving
Meeting Foundations
CICO Avg. Points Per Day
100
90
80
70
60
50
40
30
20
10
0
1
2
3
4
5
6
7
8
Problem-Solving Action Plan
Implementation and Evaluation
Precise Problem Statement,
based on review of data
(What, When, Where, Who,
Why)
JM has received 2 ODRs
during the first grading period
for disruptive behaviors in the
classroom during reading
possibly motivated by
attention.
Solution Actions (e.g.,
Prevent, Teach, Prompt,
Reward, Correction,
Extinction, Safety)
Re-teach
Responsibility lessons
Implement CICO
Reinforce on-task
behaviors with DPR
Who?
By
When?
SS
11/1/10
JA
11/3/10
Goal with Timeline,
Fidelity & Outcome
Measures, & Updates
Evaluate here.
All
teachers
11/3/10
Activity: Action Planning
Use your disciplinary data & action steps you
have been creating to apply the problemsolving model
Use the TIPS problem solving worksheet to
assist you with the process
Workbook
Page 15
Practical Suggestions
Keep in mind the importance of
communication, especially listening
Remember your purpose
Get parents/community involved
Continue ongoing assessment of program
effectiveness
Evaluate Program Effectiveness
Increase in…
Student attendance
Work
completion/grades
Academic performance
Completion of
homework
Parental/teacher
involvement
Positive studentteacher interactions
Decrease in…
Meetings with
counselor
Office referrals
Time outs
Suspension
Detention
Activity: Action Items for Next
Meeting
Using the Team Planning form in the back of
your workbook identify your next steps (action
plan) regarding secondary interventions
Evaluations
Have a safe trip home!
Workbook
Pages 16-17
Additional Resources:
www.ncpublicschools.org/positivebehavior/
www.pbis.org